'MusiMath' and 'Academic Music' -- Two Music-Based Intervention Programs for Fractions Learning in Fourth Grade Students

Autor/inn/en	Azaryahu, Libby; Courey, Susan Joan; Elkoshi, Rivka; Adi-Japha, Esther
Titel	'MusiMath' and 'Academic Music' -- Two Music-Based Intervention Programs for Fractions Learning in Fourth Grade Students
Quelle	In: Developmental Science, 23 (2020) 4, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12882
Schlagwörter	Music Education; Mathematics Instruction; Mathematics Achievement; Holistic Approach; Acoustics; Fractions; Grade 4; Abstract Reasoning; Transfer of Training; Intervention; Elementary School Students; Musical Composition; Video Technology; Comparative Analysis; Teaching Methods; Achievement Gains; Outcomes of Education + Suchen Sie Ihr Suchwort? Musikerziehung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Holistischer Ansatz; Akustik; Bruchrechnung; School year 04; 4. Schuljahr; Schuljahr 04; Abstraktes Denken; Denken; Training; Transfer; Ausbildung; Komponieren; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg
Abstract	Music and mathematics require abstract thinking and using symbolic notations. Controversy exists regarding transfer from musical training to math achievements. The current study examined the effect of two integrated intervention programs representing holistic versus acoustic approaches, on fraction knowledge. Three classes of fourth graders attended 12 lessons on fractions: One class attended the 'MusiMath' holistic program (n = 30) focusing on rhythm within the melody. Another class attended the 'Academic Music' acoustic program (Courey et al., Educ Stud Math 81:251, 2012) (n = 25) which uses rhythm only. The third class received regular fraction lessons (comparison group, n = 22). Students in both music programs learned to write musical notes and perform rhythmic patterns through clapping and drumming as part of their fraction lessons. They worked toward adding musical notes to produce a number (fraction), and created addition/subtraction problems with musical notes. The music programs used a 4/4 time signature with whole, half, quarter and eighth notes. In the math lessons, the students learned the analogy between musical durations and 1/2, 1/4, 1/8 fractions, but also practiced fractions other than 1/2, 1/4, 1/8. Music and math were assessed before, immediately following, and 3- and 6-months post-intervention. Pre- to post-intervention analyses indicated that only the 'MusiMath' group showed greater transfer to intervention-trained and untrained fractions than the comparison group. The 'Academic Music' group showed a trend on trained fractions. Although both music groups outperformed the comparison group 3- and 6-months post-intervention on trained fractions, only the 'MusiMath' group demonstrated greater gains in untrained fractions. Gains were more evident in trained than in untrained fractions. A video abstract of this article can be viewed at https://youtu.be/uJ_KWWDO624 (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01